Students enrolled in the basic communication course often engage in peer feedback workshops to enhance presentational speaking competence. As such, peer feedback workshops in the basic communication course provide an opportunity for students to provide and receive feedback on speech form, structure, and delivery (Broeckelman-Post & Hosek, 2014). The present study qualitatively examined data from 110 students enrolled in a basic communication course to determine their perceptions of the peer feedback process and what role(s), if any, they believed they had in the peer feedback process. Our thematic analysis revealed that students' perceive peer feedback as a form of agency, influence, and skill building and perceive their role as a content editor, audience/body, and performance evaluator. Limitations and future research directions are also discussed